PENGARUH ACADEMIC SELF-EFFICACY DAN WORK SELF-EFFICACY TERHADAP PSYCHOLOGICAL DISTRESS PADA MAHASISWA YANG MENJALANI MAGANG MANDIRI

KHARISMA SOFIA ARINI, . (2026) PENGARUH ACADEMIC SELF-EFFICACY DAN WORK SELF-EFFICACY TERHADAP PSYCHOLOGICAL DISTRESS PADA MAHASISWA YANG MENJALANI MAGANG MANDIRI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Mahasiswa yang menjalani magang mandiri menghadapi tuntutan akademik dan pekerjaan secara bersamaan yang berpotensi menimbulkan psychological distress. Salah satu faktor yang diduga berkaitan dengan kondisi tersebut adalah academic self-efficacy dan work self-efficacy. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh antara academic self-efficacy dan work self-efficacy terhadap psychological distress pada mahasiswa yang menjalani magang mandiri. Penelitian ini menggunakan pendekatan kuantitatif. Partisipan penelitian ini berjumlah 245 mahasiswa yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan menggunakan Kessler Psychological Distress Scale 10 (K10) yang disusun oleh Kessler dkk. (2002), The Academic Self-Efficacy (TASES) yang disusun oleh Sagone dan Caroli (2014), dan Work Self-Efficacy Scale (WSES) yang disusun oleh Pepe dkk. (2010). Hasil penelitian menunjukkan bahwa academic self-efficacy dan work self-efficacy secara simultan berpengaruh signifikan terhadap psychological distress (F = 3,411; p = 0,035) dengan koefisien determinasi sebesar 2,7%. Namun secara parsial, hanya work self-efficacy yang berpengaruh negatif terhadap psychological distress (p = 0,012), sedangkan academic self-efficacy tidak menunjukkan pengaruh yang signifikan (p = 0,063). Dengan demikian, kedua variabel secara bersama-sama berkontribusi dalam menjelaskan variasi psychological distress, tetapi ketika diuji secara terpisah, hanya work self-efficacy yang berperan dalam menurunkan psychological distress. ***** Undergraduate students undertaking self-initiated internships while pursuing their studies are required to balance academic and work-related responsibilities, which may increase their risk of experiencing psychological distress. Academic self-efficacy and work self-efficacy have been proposed as factors that may be associated with this condition. Therefore, this study aimed to examine the influence of academic self-efficacy and work self-efficacy on psychological distress among undergraduate students undertaking self-initiated internships. This study employed a quantitative research approach. A total of 245 undergraduate students were recruited using a purposive sampling technique. Data were collected using the Kessler Psychological Distress Scale 10 (K10) developed by Kessler et al. (2002), The Academic Self-Efficacy Scale (TASES) developed by Sagone and Caroli (2014), and Work Self-Efficacy Scale (WSES) developed by Pepe et al. (2010). The result showed that academic self-efficacy and work self-efficacy simultaneously had a significant effect on psychological distress (F = 3,411; p = 0,035), with a coefficient of determination of 2,7%. However, the partial analysis indicated that only work self-efficacy had a significant negative effect on psychological distress (p = 0,012), whereas academic self-efficacy did not have a significant effect (0,063). Thus, both variables jointly contributed to explaining the variance in psychological distress. However, when examined individually, only work self-efficacy was found to play a significant role in reducing psychological distress.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Adhissa Qonita, M.Psi., Psikolog.; 2). Fildzah Rudyah Putri, S.Psi., M.Si.
Subjects:	Filsafat, Psikologi & Agama > Psikologi, Ilmu Jiwa
Divisions:	FPPsi > S1 Psikologi
Depositing User:	Kharisma Sofia Arini .
Date Deposited:	13 Aug 2026 03:43
Last Modified:	13 Aug 2026 03:43
URI:	http://repository.unj.ac.id/id/eprint/70682

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